Developing silent video tasks’ instructional sequence in collaboration with teachers

Abstract

Previous research indicated that silent video tasks might be useful for formative assessment practices. Thus, in a second data collection phase of a doctoral study on the development and design of silent video tasks, participants were selected to have some previous experience with formative assessment practices. Three teachers in two Icelandic upper secondary schools collaborated with the first author of this paper to develop silent video tasks’ instructional sequence. One teacher implemented three different silent video tasks with his low-achieving students in 11th grade and two teachers implemented one silent video task each with their groups of low-achieving 11th-grade students. The collaboration with teachers influenced the way feedback was given to students (immediate instead of delayed) and instead of the former practice of selecting a few student responses to discuss with the whole group, teachers went through all student responses with the group and reacted thereto.